English lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Question words (who, what, where, when)
Grammar
CCSS L.K.1.DEngland: Reception GrammarEngland: Y1 GPS
Objective and success criteria
Students will: Question words (who, what, where, when).
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: no earlier skill in the map; start from what students know.
Leads to: the next skill in this area.
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Choose the question word that fits the answer. ___ is crying? The baby. (Who / Where / What / When) → WhoPrompt: Read the answer. Is it a person, a place, a thing or a time?
- Choose the question word that fits the answer. ___ do you get to school? By bus. (When / How / Where / Who) → HowPrompt: Read the answer. Is it a person, a place, a thing or a time?
- Choose the question word that fits the answer. ___ animal says moo? A cow. (Who / When / Where / What) → WhatPrompt: Read the answer. Is it a person, a place, a thing or a time?
Hook · 5 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: Question words (who, what, where, when). Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Choose the question word that fits the answer. ___ is lunch? At twelve o'clock.
- Step 1: The answer tells us which question word to use.
- Step 2: The answer is a time, so we ask 'When'.
- Step 3: So the answer is: When
- Answer: When
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Choose the question word that fits the answer. ___ is lunch? At twelve o'clock. (When / What / Who / Where) → WhenPrompt: Read the answer. Is it a person, a place, a thing or a time?
- Choose the question word that fits the answer. ___ do we go swimming? On Saturday. (When / Where / What / Who) → WhenPrompt: Read the answer. Is it a person, a place, a thing or a time?
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Choose the question word that fits the answer. ___ are you crying? Because I fell over. (Why / When / Who / Where) → WhyPrompt: Read the answer. Is it a person, a place, a thing or a time?
- Choose the question word that fits the answer. ___ do you live? I live on Oak Street. (What / When / Who / Where) → WherePrompt: Read the answer. Is it a person, a place, a thing or a time?
Watch out for
- Naming the feature but not using it in their own sentences.
- Thinking a sentence is right because it sounds right when spoken casually.
Support and stretch
Support
- Use concrete materials: sentence strips.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder